Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. The Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education.
Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy.
As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature.
Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
Section I: Theory and Methods of Science Education Research
1. Paradigms
in Science Education Research
2. Quantitative Research Designs and Approaches
3. Qualitative Research as Culture and Practice Section II: Science Learning
4. Learning Theories
5. Student Conceptions, Conceptual Change, and Learning
Progressions
6. Attitudes, Identity, and Aspirations Toward Science
7.
Classroom Learning Environments: Historical and Contemporary Perspectives
Section III: Diversity and Equity in Science Learning
8. Unpacking and
Critically Synthesizing the Literature on Race and Ethnicity in Science
Education: How Far Have We Come?
9. Gender Matters: Building on the Past,
Recognizing the Present, and Looking Toward the Future
10. Multilingual
Learners in Science Education
11. Special Needs and Talents in Science
Learning
12. Urban and Rural Science Education Research: Expanding on
Conceptual Tools for Urban-Centric Research
13. Culturally Responsive Science
Education for Indigenous and Ethnic Minority Students Section IV: Science
Teaching
14. Discourse Practices in Science Learning and Teaching
15.
Synergies Between Learning Technologies and Learning Sciences: Promoting
Equitable Secondary School Teaching
16. Science Education During the Early
Childhood Years: Research Themes and Future Directions
17. Elementary Science
Teaching: Toward the Goal of Scientific Literacy
18. Interdisciplinary
Approaches and Integrated STEM in Science Teaching
19. Biology Education:
What We Know About How to Address Biological Literacy
20. Teaching Physics
21. Chemistry Education Research: Recent Trends and the Onset of the Pandemic
Era
22. Earth and Astronomy Science Education
23. Environmental Education
24.
From Inquiry to Scientific Practices in the Science Classroom Section V:
Curriculum and Assessment in Science
25. Science and Scientific Literacy and
Science Education
26. The Use of Content Standards for Curriculum Reform in
the United States: An Historical Analysis
27. Research on Teaching, Learning,
and Assessment of Nature of Science
28. Exploring and Expanding the Frontiers
of Socioscientific Issues
29. Project Evaluation: Its History, Importance,
and Current Practice
30. Precollege Engineering Education
31. Review of
Science Education Program Evaluation
32. The Central Role of Assessment in
Pedagogy
33. Large-Scale Assessments in Science Education Section VI: Science
Teacher Education
34. Science Teacher Attitudes and Beliefs: Reforming
Practice
35. Research on Science Teacher Knowledge and its Development
36.
Learning to Teach Science
37. Research on Teacher Professional Development
Programs in Science
Norman G. Lederman (deceased) was the Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA.
Dana L. Zeidler is the Distinguished University Professor and Program Coordinator for Science Education in the Department of Curriculum, Instruction, and Learning of the College of Education at the University of South Florida, USA.
Judith S. Lederman is a Professor Emeritus in the Department of Mathematics and Science Education, Illinois Institute of Technology, USA.
More info about Taylor & Francis e-books